Our initial step is a survey of student and faculty backgrounds to identify key points where interventions are most likely to improve each first-year student’s sense of inclusion in ASU’s community. challenging faculty members to adopt assessment endpoints other than retention or graduation-such as higher order thinking skills, adaptability, and inclusiveness.creating a cohesive pathway for faculty members to transform their teaching methods and attitudes such that inclusive excellence is central to ASU’s culture.

engaging ~20 faculty members to create evidence-based pedagogical innovations.

initiating a systemic effort to change faculty culture relative to inclusive teaching.

Our goal is to produce enduring changes in ASU’s capacity for inclusion by: We aspire to see this model adopted by all ASU 101 sections. A cadre of 20 STEM faculty members will know how to advance inclusive excellence online. ASU 101 is taken by all of ASU’s first-year students. In five years, a library of 20 Exploration Experiences will reach ~1,700 students per year within STEM-focused ASU 101 sections in the College of Liberal Arts and Sciences. This community will create modular, interactive online learning experiences to serve multiple curricular and developmental goals for first-year students. We will address this challenge by training a cadre of highly motivated faculty members to combine the latest educational technologies and insights from education research to promote inclusive excellence. Despite ASU’s growth and success in broadening access, we must improve elements of instruction, particularly for online courses.

Over the past five years, ASU launched more than 50 fully online undergraduate degrees enrolling some 21,000 students. Arizona State University Institutional SummaryĪrizona State University (ASU) opened its doors to diverse and underserved student populations by increasing the size and flexibility of curricular options, including through online courses and degree programs.

Sense and sensibility cliff notes